Academic Workplace Research Articles

Knowledge sharing, learning engagement and workplace incivility among research scholars: the mediating role of self-esteem

Purpose Over the last two decades, there has been a significant increase in incivility within the higher education sector, potentially due to mounting pressure and demands on academics, both collectively and individually. The effects on various aspects of academia, such as knowledge and learning, however, remain largely unexplored. The purpose of this research is to fill the gap by performing a theoretical trend analysis and subsequently empirically investigating the impact of workplace incivility on research scholars’ learning engagement and knowledge sharing intentions, including the mediating role of self-esteem. Design/methodology/approach This study uses a three-stage methodological process: first, a thorough theoretical (bibliographic) analysis of scientific publications, using Biblioshiny, to identify the trends of workplace incivility; second, an empirical, qualitative exploration of the emergent themes and subthemes based on 102 in-depth interviews with research scholars, using NVivo 12 Plus; and third, quantitative testing, using 154 responses and structural equation modeling. Findings The authors verify a visible negative association between incivility and learning engagement, incivility and knowledge sharing intentions as well as self-esteem’s mediating effect on this relationship. Also, the thematic analysis revealed three distinct themes: the type of incivility; reasons for such incidences; and the impact of such incidences on research scholars. Research limitations/implications The research bears implications both to theory and practice. Regarding the former, the gravity and graveness of incivility versus knowledge and learning, within the academic workplace environment, are not simply highlighted, but analyzed and refined, with explicit findings of both scholarly and practicable worth; that also provide solid foundations and avenues for future research. Originality/value Further to its primary findings, the research contributes to extant knowledge by elucidating and explicating the topic, both theoretically and empirically, as well as by presenting implications for theory and practice. Regarding practical implications, this research sheds light on how to develop an appropriate organizational culture that facilitates learning engagement and increases knowledge sharing intentions, by nurturing the identified explicit and underlying motivators of civility.

Evidence from United Arab Emirates universities on effective human resources policies for employee perceived performance

The current research is to ascertain the effect of human resources (HR) policies and procedures on employees. The study is based on the quantitative method. The employees at the United Arab Emirates universities are the selected audience. Google Forms was used to disperse the survey, where 100 responses were collected in this study. The questionnaire adopted a Likert scale of seven points. Tests such as factor loading, internal consistency, Convergent Validity (AVE), Discriminant validity, Coefficient of determination (R2) and adjusted (R2), Path Coefficient (β), and t-test through ADANCO were conducted. This research shows that performance evaluation of all other variables, such as compensation, promotion practices, training and development, and employee involvement in decisions, has a really beneficial impact on PEP. The current research helps universities to plan the practices of HR and increase the PEP of their teachers. This is because it has the potential to provide professors, academic leaders, and supervisors with fresh perspectives that will aid in the spread of knowledge and the efficient operation of the academic workplace. Employee turnover in UAE government agencies is affected by management style and a lack of employee empowerment, according to the study. There were signs that workers' distaste for centralized leadership influenced their desire to remain with their current employers. Many research papers have been done on this topic in developed countries. However, none of these studies has been accomplished.

Cyberbullying and the Faculty Victim Experience: Perceptions and Outcomes.

Cyberbullying affects US youth, adolescents, and adults and can occur in various settings. Among the academic literature exploring cyberbullying, most discuss cyberbullying of youth and adolescents within the K-12 academic setting. While some studies address cyberbullying targeting adults, a limited amount of research has been conducted on the topic of cyberbullying among adults within the higher education context. Of the studies that explore cyberbullying in higher education, a considerable proportion focus on cyberbullying incidents between college students. Less discussed, however, are the experiences of university faculty who have been cyberbullied by either their students, fellow faculty, or administrators. Few, if any, studies address cyberbullying of faculty as the phenomenon relates to the COVID-19 pandemic. The following qualitative study aims to fill this gap through examining the lived experiences of faculty victims of cyberbullying. Utilizing the theoretical lens of disempowerment theory, researchers recruited a diverse population of twenty-five university faculty from across the USA who self-reported being victims of cyberbullying. The study analyzes participants' interview responses to determine common experiences of faculty and overarching themes concerning cyberbullying in the academic workplace, particularly within the context of the COVID-19 pandemic. The research team applied disempowerment theory to support thematic analysis. In addition, the present article offers potential solutions for supporting faculty as they navigate virtual learning environments. The study's findings hold practical implications for faculty, administrators, and stakeholders in institutions of higher education who seek to implement research-driven policies to address cyberbullying on their campuses.

Inclusion in the academic workplace: accounts of intercultural communication between faculty

ABSTRACT This study addresses how foreign faculty adapt their communicative behaviors to the academic workplace. Through a descriptive qualitative approach, the results showed how and why these adaptations occur and how culture is an undeniable component of communication. Two themes emerged, cultural expectations and accent. Together, these factors can prevent foreign faculty from fully adjusting to the academic workplace and create a feeling of otherness. The results of this study suggest that the U.S. academic workplace needs to improve communication among all faculty so that diversity, equity, and inclusion are continuously respected and cultivated. This research is significant because it extends a gap in the literature about the acculturation of foreign-born faculty.

Intended versus implemented workspace: a systematic literature review of the implementation of activity-based working in higher education

PurposeThe purpose of this study is to apply spatial theory to a review of the literature on activity-based working in higher education. Globally, the office concept of activity-based working (ABW) is increasingly implemented in higher education, and scholars contributed to developing empirical explanations of the effects of implementing ABW in higher education. However, the focus on theory building is limited, decreasing the predictability and the understanding of implementing ABW.Design/methodology/approachThe authors developed a theoretical framework by categorizing the empirical findings of earlier accounts by integrating them with Lefebvre’s spatial theory. They conducted a systematic literature review of 21 studies published between 2008 and 2022 that reported on the phenomenon of ABW among higher-education employees.FindingsIt remains to be seen whether the implementation of the ABW in higher education is successful in terms of pre-defined goals. The studies investigating academic workplace concepts have led to inconsistent findings that lack an underlying framework. As the ABW concept fails to adequately support academics’ work processes, it is recommended that managers and architects consider their subjective perspectives about the use of space and take the time to understand the users’ fundamental values.Originality/valueThe authors integrated the selected studies with Lefebvre’s spatial theory, and this model includes three perspectives that can explain workers' experiences with ABW. This theoretical framework can assist researchers in gaining a deeper understanding of ABW and support practitioners in implementing it in higher education.

New Ecological Realisms: Post-apocalyptic Fiction and Contemporary Theory

New Ecological Realisms: Post-apocalyptic Fiction and Contemporary Theory

Increasing Pathways to Leadership for Black, Indigenous, and other Racially Minoritized Women

Leadership positions within post-secondary institutions (PSIs) remain elusive to women generally, and to Black, Indigenous, and other racially minoritized women in particular. In this paper, we argue that pathways to leadership, particularly for non-traditional, non-normative and critical approaches that can come from the differently situated epistemic positioning of Black, Indigenous, and other racially minoritized women, are important as beginning steps towards progressively dismantling standardized Eurocentric, androcentric, and corporatized academic workplace cultures. This type of reform is essential preliminary work in the process toward greater equity and inclusivity in academic institutions. Note then that we are writing of a significant amount of substantive change needed to enact crucial initial reform, in tandem with, and beyond which we should continuously push for more radical transformation (Dryden 2022; Patel 2021). As such, we propose initiatives that universities can take to address some of the common gendered, racialized, and class-related exclusions and inequities evident in academic workplaces. This is in acknowledgement that academic institutions, having demonstrated a predilection for the co-optative and performative, are barely able to reform meaningfully, let alone engage the “transformation” and “decolonization” with which reform is often confused and erroneously conflated. Grounded within institutional research, we detail the commitments required from governing bodies, the changes necessary in academic decision-making spaces, the need for timely and transparent data collection infrastructure, and other institutional changes required to enhance the recruitment, hiring, and retention of Black, Indigenous, and other racially minoritized faculty and academic leaders. Together, these practices constitute preliminary reform necessary to create opportunity for more meaningful practices of inclusion.

No Publication, No Degree

The paper rekindles a three-decade-old debate in the annals of Indian anthropology / sociology which became dormant after no significant headway was made. The debate which goes by the name of “crisis in sociology” in India provides the backdrop against which the paper makes sense of current regimes of knowledge production that a doctoral candidate in India must navigate. By doing so, the paper reflects on the limitations of epistemological critiques wherein an epistemic critique stops at the corridors of an academic workplace. The paper argues that doctoral candidates in India today are cognitive workers engaged in exploitative relations of knowledge production. However, these exploitative relations are obfuscated by the postcolonial epistemological critiques that indulge in foregrounding the hegemony of the North / West. The paper proposes an infrastructural critique of knowledge that does not respond with despair to perceived transformations and crises.

PARTNERING THROUGH IT: CONFRONTING THE INSTITUTIONAL CHALLENGES FACING DUAL-CAREER ACADEMIC COUPLES

Purpose: Meeting the needs of dual-career academic couples can be an important step in recruiting and retaining university faculty and researchers. The goal of this essay is to review the existing scholarship on dual-career hires and offer concrete recommendations for university administrators. Background/Motivation: Attending to dual-career needs is especially relevant to efforts at diversifying the academic workforce, as multiple studies have indicated that faculty appointments are a major contributor to the so-called leaky pipeline causing attrition of women and scholars of color, particularly in biomedical and STEM fields. We take it as a feminist imperative to confront institutional discrimination against dual-career scholars and to intervene in the service of collective praxis. Intended Audience: Scholars and administrators interested in understanding and overcoming institutional barriers to achieving diverse, inclusive, and family-friendly academic workplaces. Contribution: This essay synthesizes the recent literature on dual-career hires and offers recommendations for university administrators. Positionality: We approach this issue as a senior academic couple that has navigated dual-career job searches for close to twenty years and has held faculty positions together at three different academic institutions. We are a white, hetero dual-career academic couple interested in developing resources for individuals striving to activate change at their universities.

Association between Experiences of Different Types of Harassment or Derogatory Treatment and Sexual Harassment among Employees at a Large Swedish University.

Sexual harassment (SH) and other forms of mistreatment continue to be a significant problem at workplaces, leading to negative health and work-related outcomes. Previous studies have mainly examined SH and other types of workplace harassment separately. In this study we investigated whether harassment related to any of the seven Swedish legal grounds for discrimination (sex, transgender identity or expression, ethnicity, religion or other belief, disability, sexual orientation, or age) and derogatory treatment were associated with SH at a large Swedish university. Using cross-sectional survey data obtained from 33% of all staff, multivariable logistic regression analysis was performed to investigate associations between harassment, derogatory treatment, and SH. We found a sixfold increased risk of SH among women with experience of other forms of harassment and a three-times-higher risk among women with experience of derogatory treatment, indicating that SH co-occurs with other forms of mistreatment. This pattern was similar among men, although men reported lower prevalence of mistreatment. Our findings have implications for preventive strategies at academic workplaces indicating that issues related to the defence of power and various types of abusive behaviours, including SH, both need to be addressed to create more equal opportunities for all employees.

The Third Half: A Pilot Study Using Evidence-Based Psychological Strategies to Promote Well-Being among Doctoral Students

Over the last few years, various studies have reported decreasing well-being levels among doctoral students, who show a higher risk of suffering from psychological distress than the general population. Accordingly, European policies in higher education encourage well-being promotion programs among doctoral studies to enhance young researchers' well-being. However, programs using evidence-based practices for well-being promotion are not yet generalised in public universities. The present study describes a pilot experience designed to evaluate the efficacy of a well-being program among doctoral candidates of a public European university, the Autonomous University of Barcelona. 25 doctoral students (67% women) participated in a pre-post study consisting of six sessions of 3 h each and structured by the big five criteria coming from evidence-based practices for well-being promotion: outdoor green spaces exposure, physical activity, gamification, mentoring, positive and coaching psychology techniques. Results showed how participants experienced significant increases in several indicators of emotional well-being and decreased psychological distress after the Third Half program. These positive pilot results encourage further research and future replications to assess the impact of this evidence-based psychological program among the academic community. Results also lead the way towards the creation of healthier academic workplaces by implementing cost-effective interventions that improve researchers' psychosocial support and their overall well-being.

Sexual harassment, other types of harassment and derogatory treatment in the academy

Abstract Background Sexual harassment (SH) continues to be a significant public health problem, especially among women. SH and other types of harassment and derogatory treatment/bullying exist at many academic workplaces. The aim of this study is to explore how SH relates to other forms of harassment among staff at a large Swedish university, separated by gender. Methods Using data from a web-based survey sent out to all staff in November 2019 (response rate 33%), a multiple logistic regression analysis was performed. Exposure to SH was defined as having experienced at least one of ten defined SH behaviours related to work. Exposure to harassment (other than sexual) was defined as having experienced violation of onés dignity associated with one of the Swedish seven legal grounds for discrimination: sex, transgender identity or expression, ethnicity, religion or other belief, disability, sexual orientation or age. Exposure to derogatory treatment was defined as having experienced undesirable negative behaviours, such as withholding information, derogatory comments or exclusion. All SH, harassment and derogatory treatment took place during the last 12 months. Results Preliminary results show a sixfold increased risk among women subjected to SH to also experience harassment, a three times higher risk to experience derogatory treatment and a seven times higher risk to experience multiple forms of harassment (two or more forms of harassment or derogatory treatment) compared to women unexposed to SH. The elevated risk remained after adjusting for relevant background variables. The pattern was similar among men but with lower prevalence of SH, harassment and derogatory treatment. Conclusions The results indicate that individuals subjected to SH at work have an increased risk of experiencing other types of harassment or derogatory treatment. This new information is relevant to consider in prevention of SH and harassment in academia. Key messages • The results indicate that individuals subjected to sexual harassment at work have an increased risk of experiencing other types of harassment or derogatory treatment. • Findings indicating a relationship between sexual harassment and other types of harassment or derogatory treatment may be valuable for counteracting the problem.

Abolitionist Pedagogies, Pedagogical Labor

Abolitionist Pedagogies, Pedagogical Labor

Tackling study-work chasm: Perceptions of the role of mentorship in the healthcare workplace

Introduction: As young healthcare professionals (HCPs) enter the workforce, they find challenges adapting as academic training and workplace settings often do not mirror each other. Mentorship is a possible solution to help bridge this transition. The aim of this study was to gather information from HCPs with regards to their views towards mentorship as a strategy to help in the transition of newly qualified HCPs from study to work. Methods: Two 3-hour interactive workshops entitled “Bridging the Study-Work Chasm” were organised, and participants were invited to complete a survey voluntarily after the workshop. The survey comprised questions regarding the benefits of mentorship, qualification of mentors, time commitment for mentoring, elements of an effective mentorship programme, and barriers to its effectiveness. The anonymised responses were analysed descriptively. Results: Fifty-two out of 62 participants from various healthcare backgrounds completed the survey. 96.2% of respondents felt a study-work chasm exists in the healthcare workplace with 90.4% indicating that a mentorship programme would help to bridge the chasm. More than 70% of participants agreed or strongly agreed that mentoring would boost confidence, reduce anxiety, and aid in study-work transition. It was identified that to produce a more effective mentorship programme, time commitment, training, and proper organisation of the programme would be necessary. Conclusion: It was perceived that a mentorship programme can help to bridge the study-work chasm in the healthcare landscape in Singapore, and will best serve mentors and mentees by committing the proper time and training to ensure its effectiveness.

DIGITAL TRUST IN THE ACADEME: PEOPLE, SOFTWARE, AND HARDWARE

Information technology plays a critical role in educational management and administration. With information technology integral to shaping trust in the workplace, this paper aims to determine digital trust in educational institutions. Specifically, this article presents the measurement of digital trust level in terms of hardware, software, and people in educational institutions. It also shows the relationships and differences between digital trust and the respondents' socio-demographics, employment, and technological profiles. An online survey questionnaire was utilized using the Marcial-Launer Digital Trust in the Workplace Questionnaire, with 878 responses from academic institutions analyzed. A 4-point forced Likert scale and weighted mean were used to measure the level of trust. Chi-square and one-way ANOVA were utilized to determine significant relationships and differences, respectively. A multiple regression was calculated to predict the level of digital trust on the profiles of the respondents. The results illustrate a moderate level of confidence in electronic devices, hardware and software systems, information systems, and people with access to technology in academic workplaces, with a mean of 2.92. The results also show that socio-demographics, employment profiles, and technologic profiles appeared to be significantly related, at the same time showing differences in the level of digital trust. Gender, income level, and connectivity satisfaction were significant predictors of the level of digital trust in the academic sector. Therefore, it is concluded that there is reasonable trust in information technology in terms of hardware, software, and people in academic institutions. Teachers and non-teaching staff have adequate confidence in electronic devices, hardware and software, information systems, and people who have access to digital technology in the academic working environment. It is recommended that IT departments and similar offices orient, guide, and train employees on the use of electronic devices, for them to be familiar with and confident in using such technology. School administrators need to exert more effort to augment the trust levels among their employees.

Factoren rond gedragsproblemen bij ASS

Based on literature research, focus groups and in-depth interviews, it was found that behavioral problems in adolescents and young adults with autism spectrum disorder were associated with an interrelated complex of factors at the micro, meso and macro level. This complex of factors – as described in detail in this article – gives rise to a process because of which this population cannot optimally participate in society regarding several areas, such as school and work. To prevent such a declining process, a sustainable, multi-sectorial approach is needed. For this purpose, currently as part of the Academic Workplace Autism, inter-disciplinary teams are co-creating a set of complementary, suitable innovations.

'It's Problematic but I'm not Concerned': University Perspectives on Account Sharing

Account sharing is a common, if officially unsanctioned, practice among workgroups, but so far understudied in higher education. We interview 23 workgroup members about their account sharing practices at a U.S. university. Our study is the first to explicitly compare IT and non-IT observations of account sharing as a "normal and easy" workgroup practice, as well as to compare student practices with those of full-time employees. We contrast our results with those in prior works and offer recommendations for security design and for IT messaging. Our findings that account sharing is perceived as low risk by our participants and that security is seen as secondary to other priorities offer insights into the gap between technical affordances and social needs in an academic workplace such as this.?

Work-Life Conflict Among Higher Education Institution Workers' During COVID-19: A Demands-Resources Approach.

Higher Education Institutions' (HEI) workers were highly impacted by the COVID-19 pandemic, which magnified gender differences in terms of management of work and personal life. Most studies published so far have primarily focused on a group of HEI workers' (i.e., teachers and researchers), but not on staff members, despite their crucial role for HEI functioning. Following the Job Demands-Resources theory, we aimed to: (i) characterize work-life conflict (WLC) among men and women workers from an HEI (staff and teachers/researchers) during the COVID-19 pandemic; and (ii) explore the major predictors of WLC for both staff and teachers/researchers. This study includes a sample of 262 workers from one Portuguese HEI (n = 128 staff members; n = 134 teachers/researchers) who answered an online survey. An Independent Samples T-Test showed that the reported current WLC was significantly higher for teachers/researchers compared to staff. Moreover, women teachers/researchers showed higher WLC than men. Additionally, using a Repeated Measures ANOVA, we found that the increase in the reported levels of WLC (before the pandemic and currently) was significantly more prominent among teachers/researchers than in the staff group. Regarding the predictors of WLC for both groups separately, a Multiple Hierarchical Linear Regression showed that role overload, conceptualized as a demand, was a predictor for both staff and teachers/researchers. As for potential resources, work dedication negatively predicted WLC for staff, whereas family-friendly organization perceptions predicted less WLC for teachers/researchers. These results highlight the importance of understanding HEIs holistically, by considering workers' individual characteristics such as gender, but also distinct careers inside the institutions. As most European HEIs are currently making active efforts to promote gender-equal academic workplaces, these findings may help them design tailored and effective measures to address employees' work-life balance issues, not only considering gender, but also the different types of demands associated with each group of workers within HEIs.

The impact of transformational leadership on nurse faculty satisfaction and burnout during the COVID-19 pandemic: Amoderated mediated analysis.

AimsTo examine the effects of nursing deans/directors' transformational leadership behaviours on academic workplace culture, faculty burnout and job satisfaction.BackgroundTransformational leadership is an imperative antecedent to organizational change, and employee well‐being and performance. However, little has been espoused regarding the theoretical and empirical mechanisms by which transformational leaders improve the academic workplace culture and faculty retention.DesignA cross‐sectional survey design was implemented.MethodsNursing faculty employed in Canadian academic settings were invited to complete an anonymous online survey in May–July 2021. A total of 645 useable surveys were included in the analyses. Descriptive statistics and reliability estimates were performed. The moderated mediation model was tested using structural equation modelling in the Analysis of Moment software v24.0. Bootstrap method was used to estimate total, direct and indirect effects.ResultThe proposed study model was supported. Transformational leadership had both a strong direct effect on workplace culture and job satisfaction and an inverse direct effect on faculty burnout. While workplace culture mediated the effect of leadership on job satisfaction and burnout, the moderation effect of COVID‐19 was not captured in the baseline model.ConclusionThe findings provide an in‐depth understanding of the factors that affect nursing faculty wellness, and evidence that supportive workplace culture can serve as an adaptive mechanism through which transformational leaders can improve retention. A transformational dean/director can proactively shape the nature of the academic work environment to mitigate the risks of burnout and improve satisfaction and ultimately faculty retention even during an unforeseen event, such as a pandemic.ImplicationGiven the range of uncertainties associated with COVID‐19, administrators should consider practicing transformational leadership behaviours as it is most likely to be effective, especially in times of uncertainty and chaos. In doing so, academic leaders can work towards equitable policies, plans and decisions and rebuild resources to address the immediate and long‐term psychological and overall health impacts of COVID‐19.

Early career researchers as active followers: perceived demands of supervisory interventions in academic workplaces

ABSTRACT Academic institutions are characterized by specific dynamics between leaders and followers. Academics prefer work autonomy but expect quality leadership. In this article, we explore how early career researchers (ECRs) constructed followership identities through their expectations of supervisory interventions. We used thematic analysis to analyze 39 interviews. The identified themes of ECR followership identity constructions were as follows: 1) Followers as apprentices: Seeking support in reaching career milestones; 2) Followers as motivated performers: Expecting efficient work organization; and 3) Followers as team members: Calling for a shared vision. We argue that the ECR demand for proactive supervisory interventions and the adoption of active followership identities is necessary to foster full academic autonomy development and to overcome negative aspects of experienced isolation in academic life. Acknowledging hierarchical relationships between leaders and followers in HE has the potential to contribute to enhanced career support for ECRs.